| Description |
1 online resource (255 p.) |
| Note |
Description based upon print version of record. |
| Contents |
Cover -- Literacy in Teacher Preparation and Practice -- Library of Congress Cataloging-in-Publication Data -- Dedication -- CONTENTS -- PREFACE -- ACKNOWLEDGMENTS -- CHAPTER 1: The Importance of Literacy in Teacher Preparation and Practice -- CHAPTER 2: Schooling and Literacy Metaphors of Teacher Candidates -- CHAPTER 3: Scaffolding Pre-Service Teachers' Data Literacy Skills in a Literacy Methods Course -- CHAPTER 4: Literacy Places -- CHAPTER 5: "Getting on the Same Page" -- CHAPTER 6: Writing as Insiders |
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CHAPTER 7: Exploring Novice Elementary Teachers' Formative Literacy Assessment Practices -- CHAPTER 8: The Use of the Mediated Tools to Gain Insight Into the Apollo Era of Spaceflight -- CHAPTER 9: Improving the Integration of STEAM Concepts for Teacher Preparation and Practice -- CHAPTER 10: Epilogue -- ABOUT THE EDITOR -- ABOUT THE CONTRIBUTORS |
| Summary |
Today, the meaning of literacy, what it means to be literate, has shifted dramatically. Literacy involves more than a set of conventions to be learned, either through print or technological formats. Rather, literacy enables people to negotiate meaning. The past decade has witnessed increased attention on multiple literacies and modalities of learning associated with teacher preparation and practice. Research recognizes both the increasing cultural and linguistic diversity in the new globalized society and the new variety of text forms from multiple communicative technologies. There is also the need for new skills to operate successfully in the changing literate and increasingly diversified social environment.Linguists, anthropologists, educators, and social theorists no longer believe that literacy can be defined as a concrete list of skills that people merely manipulate and use. Rather, they argue that becoming literate is about what people do with literacy--the values people place on various acts and their associated ideologies. In other words, literacy is more than linguistic; it is political and social practice that limits or creates possibilities for who people become as literate beings. Such understandings of literacy have informed and continue to inform our work with teachers who take a sociological or critical perspective toward literacy instruction.Importantly, as research indicates, the disciplines pose specialized and unique literacy demands. Disciplinary literacy refers to the idea that we should teach the specialized ways of reading, understanding, and thinking used in each academic discipline, such as science, mathematics, engineering, history, or literature. Each field has its own ways of using text to create and communicate meaning. Accordingly, as children advance through school, literacy instruction should shift from general literacy strategies to the more specific or specialized ones from each discipline. Teacher preparation programs emphasizing different disciplinary literacies acknowledge that old approaches to literacy are no longer sufficient.Literacy in Teacher Preparation and Practice: Enabling Individuals to Negotiate Meaning introduces the reader to a collection of thoughtful, research-based works by authors that represent current thinking about literacy across disciplines and the preparation of teachers to enter classrooms. Each chapter focuses on teaching guided by literacies across disciplines and the preparation of teachers who will enter classrooms to instruct the next generation of students.-- Provided by publisher. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Teachers -- Training of -- United States.
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Information literacy -- Study and teaching (Higher) -- United States.
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Information literacy -- Study and teaching (Higher) |
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Teachers -- Training of. |
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United States. |
| Other Form: |
Print version: Jenlink, Patrick M. Literacy in Teacher Preparation and Practice Charlotte, NC : Information Age Publishing, Incorporated,c2022 9781648028977 |
| ISBN |
1648028993 |
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9781648028991 (electronic bk.) |
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